April 23, 2026

Mona Siddiqui

3 minutes

During my many years of teaching undergraduates I always invited my honours students to give an oral presentation on a chosen topic. In a particular course that explored a variety of social and ethical questions, a young female student asked if she could do her presentation on abortion. She said, I come from a Christian family and don’t believe that abortion is moral.’ I told her she had every right to argue and defend her position as long as she was prepared to be challenged by her peers - including other Christian students who might well hold very different views – I remember the discussion after her presentations as one of the most respectful but intellectually robust – the best of what a university should be.

We want universities to be places where knowledge and freedom of thought is prized and nurtured. Perhaps this is the goal of the new freedom of speech complaints system which comes into force in England's universities in the next academic year. The system will allow academics and other staff to take their complaints directly to the Office for Students if they feel their freedom of speech or academic research has been stifled. And if they fail to protect speech, universities could face fines of up to half a million pounds.

But I wonder whether this kind of state intervention might have the unintended consequence of politicising not only free speech but learning itself. Regulations and penalties can force compliance but can’t guarantee a commitment to critical thinking. Rather than becoming places of greater freedom, universities might become even more risk averse, curating and managing what can be said and heard in invisible and insidious ways. If that shift happens, something deeper is lost. Learning becomes narrower. Thinking becomes strategic. And the university loses its edge as a place where knowledge is valued for its own sake.

Knowledge matters—not only for what it gives us, but for what it demands of us. To know something isn’t simply to possess information; it’s to be changed by it. This is why the Islamic tradition sees learning as a trust, connecting the pursuit of knowledge to prayer and even the afterlife in scriptural texts such as ` Lord increase me in my knowledge’ and `Whoever travels a path in search of knowledge, God will make easy for him a path to Paradise.’ It may sound idealistic but for me, the purpose of a university isn’t to echo the world as it is, but to question and imagine what it might become.

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